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How facilitated multi-source feedback constructs new conversations about teaching: a positioning theory study

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Multi-source feedback is a ‘rare bird’ in higher education and yet recent research suggests multi-modal approaches to enhance university teachers’ academic development. This article reports a qualitative interview study using a social constructionist approach to explore the storylines and positions of university students and teachers when they participate in a formal ‘frontstage’ feedback process during facilitated multi-source feedback (the FMSF-model) as part of an academic development program. Our study showed that the FMSF-model disturbs hierarchical orders of rights and duties in feedback processes and constructs new positions related to providing feedback on university teachers’ professional work.

OriginalsprogEngelsk
TidsskriftInternational Journal for Academic Development
ISSN1360-144X
DOI
StatusUdgivet - 21 dec. 2021

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